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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Arrange for coaching/ mentoring
  2. Work with a coach/mentor
  3. Maximise coaching/ mentoring results
  4. Arrange for coaching/ mentoring
  5. Work with a coach/mentor
  6. Maximise coaching/ mentoring results

Required Skills

This section describes the essential skills and knowledge and their level required for this unit

Skill requirements

Look for evidence that confirms skills in

applying legislation regulations and policies relating toimpacting on coachingmentoring in the public sector

using a range of communication techniques including active listening questioning giving and receiving feedback negotiating constructive conflict resolution

planning and setting objectives

selfassessing learning style the need for coachingmentoring and ongoing competency development

building coachingmentoring relationships

responding to diversity including gender and disability

applying procedures relating to occupational health and safety and environment in the context of coachingmentoring

Knowledge requirements

Look for evidence that confirms knowledge and understanding of

legislation regulations policies procedures and guidelines relating to coachingmentoring in the public sector such as those dealing with privacy confidentiality antidiscrimination harassment workplace bullying

the role of coaching and mentoring in competency development and career enhancement

differences between coaching and mentoring and the benefits of each

principles of emotional intelligence and its application to working in a onetoone relationship with a coachmentor

equal employment opportunity equity and diversity principles

the value of diversity in a coachingmentoring arrangement

public sector legislation such as occupational health and safety and environment in the context of coachingmentoring

Evidence Required

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole It must be read in conjunction with the Unit descriptor Performance Criteria the Range Statement and the Assessment Guidelines for the Public Sector Training Package

Units to be assessed together

Prerequisite units that must be achieved prior to this unitNil

Corequisite units that must be assessed with this unitNil

Coassessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include but are not limited to

PSPETHCB Uphold the values and principles of public service

PSPETHC301B Uphold the values and principles of public service

PSPGOVB Work effectively in the organisation

PSPGOV301B Work effectively in the organisation

PSPGOVB Contribute to workgroup activities

PSPGOV302B Contribute to workgroup activities

PSPGOVB Build and maintain internal networks

PSPGOV303B Build and maintain internal networks

PSPGOVB Implement change

PSPGOV306B Implement change

PSPGOVB Organise workplace information

PSPGOV307B Organise workplace information

PSPGOVB Work effectively with diversity

PSPGOV308B Work effectively with diversity

PSPGOVA Use workplace communication strategies

PSPGOV312A Use workplace communication strategies

PSPGOVA Give and receive workplace feedback

PSPGOV315A Give and receive workplace feedback

PSPLEGNB Comply with legislation in the public sector

PSPLEGN301B Comply with legislation in the public sector.

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria look for evidence that confirms

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

effectively working with a coach or mentor in a range of or more contexts or occasions over time

Resources required to carry out assessment

These resources include

legislation organisational policy procedures and protocols relating to coachingmentoring

ground rules for coachingmentoring agreements

current background materials on workplace coachingmentoring

case studies and workplace scenarios to capture the range of coachingmentoring arrangements likely to be encountered in the public sector

Where and how to assess evidence

Valid assessment of this unit requires

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when working effectively with a coach or mentor including coping with difficulties irregularities and breakdowns in routine

effectively working with a coach or mentor in a range of or more contexts or occasions over time

Assessment methods should reflect workplace demands such as literacy and the needs of particular groups such as

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations

Assessment methods suitable for valid and reliable assessment of this competency may include but are not limited to a combination of or more of

portfolios

projects

questioning

scenarios

authenticated evidence from the workplace andor training

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments


Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Coaching:

has a focus on the acquisition of job skills and knowledge

is results oriented

is performance, success or goal directed

emphasises action or improved performance in a specific area

requires good interpersonal relations

is provided by a coach who:

provides learning opportunities or helps identify them

monitors performance

provides constructive feedback

is internal or external to the organisation/public sector

maintains confidentiality in the relationship

Mentoring:

has a focus on personal growth and learning

includes a wide range of learning oriented to:

exchange of wisdom

support

guidance in personal or professional growth

is a relationship, not simply focused on a procedure or activity

is one person professionally assisting the professional development of another

is a developmental effort to build skills and knowledge for advancement based on merit, rather than alliances/politically-based partnerships to advance careers based on politics rather than aptitude

is provided by a mentor who:

facilitates the mentoree's professional growth

provides information, guidance and constructive comments

evaluates the mentoree's plans and decisions

supports, encourages and, where necessary, highlights shortfalls in agreed performance

maintains confidentiality in the relationship

Others may include:

supervisor

peers

counsellor

support person

case manager

Assistance may be provided by:

supervisor

peers

counsellor

support person

case manager

Coaching/mentoring arrangements may include:

internal partnership

purchased service from outside the organisation

Cultural and other considerations may include:

choosing a coach/mentor with compatible attributes or very different attributes depending on the purpose and objectives of the relationship

age

cultural background

disability

educational level

ethnicity

expertise

family responsibilities

gender

interests

interpersonal approach

language

learning/thinking styles

life experience

marital status

personality

physical ability

political orientation

religious belief

sexual orientation

socio-economic background

work experience

working styles

Ground rules may include:

relationship is voluntary

arrangement is confidential

coaching/mentoring partners should not be in the same chain of command

mentor should not be a direct manager of the person being mentored

coach may be supervisor of the person being coached

for internal arrangements during work hours, supervisors of both coaching/mentoring partners must approve

coach/mentor's guidance and counsel does not supersede that of the supervisor in work-related matters

training for coaching/mentoring partners

a coaching/mentoring agreement

active involvement of both partners in the coaching/mentoring process

fee for service/contractual arrangement

accessibility of coach/mentor

options to finalise arrangements

Coaching/mentoring plan may include:

explicit expectations/purpose

well-defined objectives

problems (past, present, future) that may constrain achievement of the objectives

clear statement of what the coach/mentor would do

goals set by the organisation (coaching)

goals set by the individual and the coach/mentor

expected timeframe/time commitments

meeting arrangements - face-to-face, distance, email

Productive questions may include:

open rather than closed:

what?

why?

when?

how?

where?

who?

Active listening may include:

listening for central ideas

considering how information applies to the situation/person

identifying/eliminating emotional triggers

using techniques for staying in touch with what the speaker is saying, as thought speed outstrips speed of speech

paraphrasing

summarising

using silence to elicit additional information

using and recognising body language

Techniques for resolving differences may include:

finding a mutually beneficial solution

inviting discussion

providing explanations for rejecting advice that is not accepted

not laying blame

using 'I' messages

agreeing to end the relationship and seek alternative arrangement with someone else

Ways to consolidate learning may include:

identifying patterns

reviewing learning soon after it occurs

recording learning in writing, on audiotape or using diagrams

discussing learning with others

rehearsing

arranging additional practice

applying learning in real work situations